Georgia End Of Course Tests

INTRODUCTION This study guide is designed to help students prepare to take the Georgia End-of-Course Test EOCT for American Literature and Composition.. This act requires the Georgia Dep

Georgia Department of Education

I NTRODUCTION 5

H OW TO U SE THE S TUDY G UIDE .6

O VERVIEW OF THE EOCT 8

P REPARING FOR THE EOCT 9

Study Skills 9

Time Management 10

Organization 10

Active Participation 11

Test-taking Strategies 11

Suggested Strategies to Prepare for the EOCT 12

Suggested Strategies the Day before the EOCT 13

Suggested Strategies the Morning of the EOCT 13

Top 10 Suggested Strategies during the EOCT 14

T EST C ONTENT .15

A Note on Reading Passages 16

Studying the Content Domains 17

Content Domain I: Reading (Literary and Informational) 18

Content Domain II: Speaking and Listening 61

Content Domain III: Writing 72

Content Domain IV: Language 91

A PPENDIX A: EOCT Sample Overall Study Plan Sheet 98

A PPENDIX B: Blank Overall Study Plan Sheet 99

A PPENDIX C: EOCT Sample Daily Study Plan Sheet 100

A PPENDIX D: Blank Daily Study Plan Sheet 101

This Page Is Intentionally

Left Blank

INTRODUCTION

This study guide is designed to help students prepare to take the Georgia End-of-Course

Test (EOCT) for American Literature and Composition This study guide provides

information about the EOCT, tips on how to prepare for it, and some suggested strategies

students can use to perform their best

What is the EOCT? The EOCT program was created to improve student achievement

through effective instruction and assessment of the material in the state-mandated content

standards The EOCT program helps ensure that all Georgia students have access to

rigorous courses that meet high academic expectations The purpose of the EOCT is to

provide diagnostic data that can be used to enhance the effectiveness of schools’

instructional programs

The Georgia End-of-Course Testing program is a result of the A+ Educational Reform

Act of 2000, O.C.G.A.§20-2-281 This act requires the Georgia Department of Education

to create end-of-course assessments for students in grades nine through twelve for the

following core high school subjects:

 Coordinate Algebra (beginning 2012–2013)

 Analytic Geometry (beginning 2013–2014)

English Language Arts

 Ninth Grade Literature and Composition

 American Literature and Composition

Getting started: The HOW TO USE THE STUDY GUIDE section on page 6 outlines the

contents in each section, lists the materials you should have available as you study for the

EOCT, and suggests some steps for preparing for the American Literature and

Composition EOCT.

HOW TO USE THE STUDY GUIDE

This study guide is designed to help you

prepare to take the American Literature and

Composition EOCT It will give you

valuable information about the EOCT,

explain how to prepare to take the EOCT,

and provide some opportunities to practice

for the EOCT The study guide is organized

into three sections Each section focuses on a

different aspect of the EOCT

page 8 gives information about the test:

dates, time, question format, number of

questions, and types of reading passages that

will be on the American Literature and

Composition EOCT This information can

help you better understand the testing

situation and what you will be asked to do

that begins on page 9 provides helpful

information on study skills and general

test-taking skills and strategies It explains what

you should do before the test to ensure that

you are prepared and what you should do

during the test to ensure the best test-taking

situation possible

The T EST C ONTENT section that begins on

page 15 explains what the American

Literature and Composition EOCT

specifically measures When you know the

test content and how you will be asked to

demonstrate your knowledge, it will help you

be better prepared for the EOCT This section

also contains specific test-taking strategies

for successfully answering questions on the

*

*

When are you going to study?

How long are you going to study?

A teacher or other adult Highlighter

GET IT TOGETHER

In order to make the most of this study guide, you should have the following:

SUGGESTED STEPS FOR USING THIS STUDY GUIDE

Familiarize yourself with the structure and purpose of the study guide

(You should have already read the INTRODUCTION and HOW TO USE THE

STUDY GUIDE.Take a few minutes to look through the rest of the study

guide to become familiar with how it is arranged.)

Learn about the test and the performance expectations

Improve your study skills and test-taking strategies

Learn what the test will assess by studying the standards in each domain Also,

study the strategies for answering questions that assess the standards in the

domain

(Read TEST CONTENT.)

Answer the sample questions at the end of each domain section Check

your answers against the annotated answers to see how well you did

(See TEST CONTENT.)

OVERVIEW OF THE EOCT

Good test takers understand the importance of knowing as much about a test as possible

This information can help you determine how to study and prepare for the EOCT and

how to pace yourself during the test The box below gives you a snapshot of the

American Literature and Composition EOCT

If you have additional administrative questions regarding the EOCT, please visit the

THE EOCT AT A GLANCE

Administration Dates:

The EOCT has three primary annual testing dates: once in the spring, once in the summer,

and once in the winter There are also mid-month, online tests given in August, September,

October, November, February, and March, as well as retest opportunities within the year

Administration Time:

Each EOCT is composed of two sections, and students are given 60 minutes to complete each

section There is also a short stretch break between the two sections of the test

Question Format:

All the questions on the EOCT are multiple choice

Number of Questions:

Impact on Course Grade:

For students in grade 10 or above beginning the 2011–2012 school year, the final grade in

each course is calculated by weighing the course grade 85% and the EOCT score 15% For

students in grade 9 beginning the 2011–2012 school year and later, the final grade in each

course is calculated by weighing the course grade 80% and the EOCT score 20% A student

must have a final grade of at least 70 to pass the course and to earn credit toward graduation

Reading Passages:

There will be informational and literary passages on the American Literature and

Composition EOCT All the passages will either be pieces of American literature or pieces

about American literature Please see page 16 for more information on reading passages

PREPARING FOR THE EOCT

In order to do your best on the American Literature and Composition EOCT, it is

important that you take the time necessary to prepare for this test and develop those skills

that will help you take the EOCT

First, you need to make the most of your classroom experiences and test-preparation time

by using good study skills Second, it is helpful to know general test-taking strategies to

ensure that you will achieve your best score

Study Skills

Effective study skills for preparing for this test can be divided into several categories:

Effective study skills for preparing for the EOCT can be divided into several categories:

WARNING!

You cannot prepare for this kind of test in one night Questions will ask you to

apply your knowledge, not list specific facts Preparing for the EOCT will take time,

effort, and practice

A LOOK AT YOUR STUDY SKILLS

Before you begin preparing for this test, you might want to consider your answers to the following questions You may write your answers here or on a separate piece of paper

1 How would you describe yourself as a student?

7 What can you change about the way you study to make your study

time more productive?

Response:

Effective study skills for preparing for the EOCT can be divided into three categories:

 Time Management

 Organization

 Active Participation

Time Management

Do you have a plan for preparing for the EOCT? Students often have good

intentions for studying and preparing for a test, but without a plan, many fall

short of their goals Here are some strategies to consider when developing

your study plan:

 Set realistic goals for what you want to accomplish during each study session and

chart your progress

 Study during your most productive time of the day

 Study for reasonable amounts of time Marathon studying is not productive

 Take frequent breaks Breaks can help you stay focused Doing some quick

exercises (e.g., sit-ups or jumping jacks) can help you stay alert

 Be consistent Establish your routine and stick to it

 Study the most challenging test content first

 For each study session, build in time to review what you learned in your last study

session

 Evaluate your accomplishments at the end of each study session

 Reward yourself for a job well done

Organization

You don’t want to waste your study time Searching for materials, trying to

find a place to study, and debating what and how to study can all keep you

from having a productive study session Get organized and be prepared

Here are a few organizational strategies to consider:

 Establish a study area that has minimal distractions

 Gather your materials in advance

 Develop and implement your study plan (See Appendices A–D for sample study

plan sheets)

Active Participation

Students who actively study will learn and retain information longer Active

studying also helps you stay more alert and be more productive while

learning new information What is active studying? It can be anything that

gets you to interact with the material you are studying Here are a few

suggestions:

 Carefully read the information and then DO something with it Mark the important

points with a highlighter, circle them with a pen, write notes on them, or summarize

the information in your own words

 Ask questions As you study, questions often come into your mind Write them

and actively seek the answers

 Create sample test questions and answer them

 Find a friend who is also planning to take the test and quiz each other

Test-taking Strategies

There are many test-taking strategies that you can use before and during a test to help you

have the most successful testing situation possible Below are a few questions to help you

take a look at your test-taking skills

A LOOK AT YOUR TEST-TAKING SKILLS

As you prepare to take the EOCT, you might want to consider your answers to the following questions You may write your answers here

or on your own paper

1 How would you describe your test-taking skills?

4 List test-taking behaviors you use when preparing for and taking a

test that contribute to your success

5 What would you like to learn about taking tests?

Suggested Strategies to Prepare for the EOCT

Learn from the past Think about your daily/weekly grades in your English language

arts classes (past and present) to answer the following questions

 In which specific areas of English language arts were you or are you successful?

Before taking the EOCT, work toward removing or minimizing any obstacles that

might stand in the way of performing your best The test-preparation ideas and

test-taking strategies in this section are designed to help you accomplish this

Be prepared The best way to perform well on the EOCT is to be prepared In order to

do this, it is important that you know what knowledge or skills will be measured on the

American Literature and Composition EOCT and then practice understanding and

using those skills The TEST CONTENT section of this study guide is designed to help

you understand the specific standards that are on the American Literature and

Composition EOCT and give you suggestions for how to study the standards that will

be assessed Take the time to read through this material and follow the study

suggestions You can also ask your English language arts teacher for any suggestions

he or she might offer on preparing for the EOCT

Start now Don’t wait until the last minute to start preparing Begin early and pace

yourself By preparing a little bit each day, you will retain the information longer and

increase your confidence level Find out when the EOCT will be administered so you

can allocate your time appropriately

Suggested Strategies the Day before the EOCT

 Review what you learned from this study guide

1 Review the general test-taking strategies discussed in TOP 10SUGGESTED

STRATEGIES DURING THE EOCT on page 14

2 Review the content domain–specific information discussed in the section

TEST CONTENT , beginningon page 15

3 Focus your attention on the domain, or domains, that you are most in need

of improving

 Take care of yourself

1 Try to get a good night’s sleep Most people need an average of eight

hours, but everyone’s sleep needs are different

2 Don’t drastically alter your routine If you go to bed too early, you might

lie in bed thinking about the test You want to get enough sleep so you can do your best

Suggested Strategies the Morning of the EOCT

 Eat a good breakfast Eat some food that has protein in it for breakfast (and for

lunch if the test is given in the afternoon) Some examples of foods high in protein

are peanut butter, meat, and eggs Protein gives you long-lasting, consistent

energy that will stay with you through the test to help you concentrate better

Some people believe it is wise to eat some sugar before a test, claiming it gives

them an energy boost In reality, the energy boost is very short lived, and you

actually end up with less energy than before you ate the sugar Also, don’t eat too

much A heavy meal can make you feel tired So think about what you eat before

the test

 Dress appropriately If you are too hot or too cold during the test, it can affect

your performance It is a good idea to dress in layers, so you can stay comfortable

regardless of the room temperature and keep your mind on the EOCT

 Arrive for the test on time Racing late into the testing room can cause you to

start the test feeling anxious You want to be on time and prepared

Suggested Strategies during the EOCT

These general test-taking strategies can help you do your best during the EOCT

Focus on the test Try to block out whatever is going on around you Take your time and think

about what you are asked to do Listen carefully to all the directions

Budget your time Be sure that you allocate an appropriate amount of time to work on each

question on the test

Take a quick break if you begin to feel tired To do this, put your pencil down, relax in your

chair, and take a few deep breaths Then, sit up straight, pick up your pencil, and begin to

concentrate on the test again Remember that each test section is only 60 minutes

Use positive self-talk If you find yourself saying negative things to yourself such as “I can’t pass

this test,” it is important to recognize that you are doing this Stop and think positive thoughts such

as “I prepared for this test, and I am going to do my best.” Letting the negative thoughts take over

can affect how you take the test and can influence your test score

Mark in your test booklet Mark key ideas or things you want to come back to in your test

booklet Remember that only the answers marked on your answer sheet will be scored

Read the entire question and the possible answer choices It is important to read the entire

question so you know what it is asking Read each possible answer choice Do not mark the first

one that “looks good.”

Use what you know Use what you have learned in class, from this study guide, and during

your study sessions to help you answer the questions

there are a number of specific strategies that you can use to help improve your test performance

Spend time learning these helpful strategies so you can use them while taking the test

Think logically If you have tried your best to answer a question but you are not sure, use the

process of elimination Look at each possible answer choice If it does not seem like a logical

response, eliminate it Do this until you’ve narrowed your choices If this does not work, take your

best educated guess It is better to mark something than to leave it blank

Check your answers When you have finished the test, go back and check your work.

A WORD ON TEST ANXIETY

It is normal to have some stress when preparing for and taking a test It is what helps motivate us



TEST CONTENT

Up to this point in this study guide, you have been learning various strategies on how to

prepare for and take the EOCT This section focuses on what will be tested It also

includes a section of sample questions that will let you apply what you have learned in

your classes and from this study guide

The Georgia End-of-Course Test (EOCT) for American Literature and Composition is

designed to test four major areas of knowledge, called content domains The content

domains are broad categories and, in some cases, include elements from more than one

strand of the state-mandated content standards Each of the content domains is broken

down into smaller ideas These smaller ideas are called standards Each content domain

contains standards that cover different ideas related to its content domain Each question

on the EOCT measures an individual standard within a content domain

The four content domains for the American Literature and Composition EOCT are

important for several reasons Together they represent the ability to understand what you

read and communicate with others Another, more immediate reason that the content

domains are important has to do with test preparation The best way to prepare for any test is

to study and know the material measured on the test Since the American Literature and

Composition EOCT covers the four content domains and nothing else, it is a good idea to

learn as much about these domains as you can The more you understand about these

domains, the greater your opportunity to be successful on the EOCT is

The chart below lists the four content domains for the American Literature and

Composition EOCT

STUDYING THE CONTENT DOMAINS

CONTENT DOMAINS

I Reading (Literary and Informational)

III Writing

IV Language

A Note on Reading Passages

The questions for Content Domains I and II will be based on informational and literary

passages Informational passages (nonfiction) typically share knowledge and/or convey

messages, give instructions, or relate ideas by making connections between the familiar

and unfamiliar Informational writing is most commonly found in academic, personal,

and/or job-related areas Examples of informational writing include letters, biographical

accounts, definitions, directions, abstracts, essays, reviews, and critiques You can find

informational passages in newspapers, magazines, and textbooks Here is a short sample

of what an informational passage might look like

The information in the passage above is strictly factual Literary passages, however, will

tell a story or express an idea Literary passages (fiction) often have characters and a plot

structure Examples of literary writing include short stories, novels, narratives, poetry,

and drama Here is a short sample of what a literary passage might look like This

excerpt is from Mark Twain’s novel Life on the Mississippi, in which Twain explains

what it was like to become a riverboat pilot on the Mississippi River

The Dime Novel

What were people reading in the latter half of the 19th century? One popular type of

book was known as the dime novel Dime novels were typically cheaply made

paperback books that cost about a dime Dime novels were popular from 1860 to

around the turn of the century These short novels were often historical action

adventures or detective stories The stories tended to be sensational and melodramatic

When Beadle and Adams published the first dime novel, it quickly became a huge

success, selling over 300,000 copies in one year

When I returned to the pilothouse St Louis was gone and I was lost Here was a piece

of river which was all down in my book, but I could make neither head nor tail of it;

you understand, it was turned around I had seen it when coming upstream, but I had

never faced about to see how it looked when it was behind me My heart broke again,

for it was plain that I had got to learn this troublesome river both ways

Studying the Content Domains

You should plan to study/review the standards for ALL the content domains To learn

what the EOCT will cover, work through this TEST CONTENT section It is organized by

the content domains into the following areas:

 A Look at the Content Domain: an overview of what will be assessed in the content domain

 Spotlight on the Standards: information about the specific standards that will be

assessed (NOTE: The names of the standards may not be the exact names used by the

Georgia Department of Education.)

 Sample Test Questions: sample questions similar to those that appear on the EOCT,

followed by in-depth explanations of the answers

Content Domain I: Reading (Literary and Informational)

A LOOK AT CONTENT DOMAIN I

Test questions in this domain will ask you to analyze and apply knowledge of the elements of literary and informational texts

You will evaluate how language affects the meaning and tone of texts You will also be tested on your understanding of

foundational works of American literary and historical importance Your answers to the questions will help show how well you can perform on the following standards:

 Use knowledge of literary characteristics to demonstrate

understanding of a variety of texts

 Cite strong evidence from a text to support analysis of what the text

says explicitly and what can be inferred Determine where the text

leaves matters uncertain

 Determine the theme(s) or central idea(s) of a single text or multiple

texts; analyze the development of themes or ideas over the course of

the text Analyze how two or more themes or central ideas interact to

make the text more complex

 Demonstrate knowledge of important works of American literature

and analyze foundational U.S documents of historical and literary

significance

 Determine the author’s point of view or purpose in a text in which the

rhetoric is particularly powerful or persuasive

 Analyze literary text in which grasping point of view requires

distinguishing what is directly stated from what is really meant

 Determine the meaning of words and phrases as they are used in a

text, including figurative language and connotative meanings;

analyze how word choice affects meaning and tone

 Understand and acquire new vocabulary and use it correctly

Spotlight on the Standards

Use knowledge of literary characteristics to demonstrate

understanding of a variety of texts 

This standard encompasses all forms of American literary and informational texts You

must draw upon your knowledge of fiction, drama, poetry, and nonfiction to answer

questions in this domain To review, you should refresh your knowledge of these

different genres, of common literary terms, and of terms specific to certain types of

literature

The following types of passages may be used on the EOCT:

 Fiction (stories), including adventure stories, historical fiction, mysteries, myths,

science fiction, realistic fiction, allegories, parodies, satire, and graphic novels

 Drama, including one-act and multi-act plays

 Poetry, including narrative poems, lyric poems, free verse poems, sonnets, odes,

ballads, and epics

 Nonfiction, including exposition, argument, and functional text in the form of

personal essays, speeches, opinion pieces, essays about art or literature,

biographies, memoirs, journalism, and historical, scientific, technical, or

economic accounts (including digital sources) written for a broad audience

Questions for this standard will measure your knowledge of common literary elements

and your ability to use them to interpret what you read The best way to prepare for these

questions is to study literary elements, be able to identify examples in a text, and analyze

how specific examples interact and shape larger portions of the text To make your

review easier, this standard is divided into four sections by genre: fiction, drama, poetry,

and nonfiction

Genre

A genre (ZHAN-RA) is a category of composition Each genre has a particular style, form, and content

FICTION

In the fiction section of this standard, you will be asked questions about literary elements

found in works of American fiction from different time periods Questions for this

standard will measure your knowledge of some common literary elements and your

ability to use them to interpret what you read The best way to prepare for these questions

is to study literary elements and terms, locate examples as you read, and analyze how

those examples function in the text

Many literary elements apply to fiction as well as nonfiction Here, we’ll discuss the most

common literary elements Later in the guide for this domain, we’ll focus on elements

more specific to drama, poetry, and nonfiction

Characterization Characterization is about the choices an author makes to reveal (or not

reveal) a character’s traits, or personality Writers may develop characters through

descriptions of their appearance, actions, and thoughts Characters can also be revealed

through dialogue (their conversations with other characters) or through interior

monologue (their internal, unspoken thoughts)

As you read passages and prepare to answer questions on the EOCT, take note of how

authors present characters Characterization may be direct or indirect Direct

characterization is when the reader is told what a character is like; a speaker or narrator

describes what he or she thinks about a character Indirect characterization occurs

when a reader must infer what a character is like; the text provides clues through the

character’s words, thoughts, or actions or through other characters’ words, thoughts, or

actions, but there is no evaluation or explanation from a narrator

Remember that many characters do not fit neatly into one “type” or another; complex

characters will often present conflicting or shifting thoughts and actions As you read

about a character, think about the words you would use to describe him or her If you

discover you have listed words that are very different from each other (e.g., “patient” and

“pushy”), you will want to investigate this difference: Does the character act differently

in different situations or with different people? Does the character undergo a

transformation over the course of the passage?

Here are some common questions about characterization:

 What do Marley’s facial expressions during the party reveal about her

opinion of Oscar?

 Which detail is the strongest evidence that Augusta has changed her mind?

 What is the MAIN difference between the banker’s and the painter’s ideas

about success?

Setting In general, setting is when and where a narrative such as a story, drama, or poem

takes place The “when” can include the time of day, season, historical period, or political

atmosphere The “where” can be as focused as a room in a house, or as broad as a

country You may be asked to determine why the setting is important or how the setting

affects the interpretation of a text The setting can clarify conflict, illuminate character,

affect the mood, and act as a symbol

Structure Literature commonly follows a specific pattern or plot structure The most

common structure of a novel or story is chronological The story is arranged in order of

time from the beginning to the end The following structures are less common:

 An epistolary novel is a novel written in the form of letters, diary/journal

entries, postcards, or e-mail There may be several letter writers, but the

author is omniscient Alice Walker’s The Color Purple is an example of a

contemporary epistolary novel

 In a frame narrative, a story is told within a story A narrator often relates

the story The Legend of Sleepy Hollow, by Washington Irving, is an example

 In medias res is a Latin term for “in the middle of things.” The novel or story

begins with a significant moment The rest of the novel fills in the events

leading up to the significant moment Flashback is used extensively in this

novel structure A Farewell to Arms, by Ernest Hemingway, is written in this

structure

Conflict Most plots have a conflict Conflict creates instability or uncertainty The

characters’ need to find resolution and answers is what drives the story forward Any type

of contest—from a baseball game to a presidential election—is a conflict A struggle

between a character and an outside force is an external conflict Conflict also occurs

when there is incompatibility between ideas or beliefs, as when a character has mixed

feelings or struggles with a choice between right and wrong A struggle within a

character’s mind is an internal conflict Here are some common conflicts in literature:

Point of View The point of view is the perspective from which a story is told The point

of view depends upon who the narrator is and how much he or she knows

First

Person

The events are told by a character in the story using his or her own words

First-person stories have narrators who use I, me, and my throughout the

story This sentence is an example of first-person point of view: “I knew it was risky, but I was willing to take that chance.”

Second

Person

The narrator addresses the reader directly using the word you This

perspective is not as common as either the first- or third-person points of view This sentence is an example of second-person point of view: “You knew it was risky, but you were willing to take that chance.”

Third-

Person

Limited

A speaker outside the action narrates the events using the third-person

pronouns he, she, and they In the limited third-person point of view, the

narrator tells the events from the perspective of one specific character, focusing on this character’s thoughts and feelings

Third-

Person

Omniscient

A speaker outside the action narrates the events In the omniscient

third-person point of view, an all-knowing narrator not only tells what happens, but also may interpret events and describe the thoughts and feelings of any character

Tone Tone is the author’s attitude toward the audience or subject Tone is established by

the author through diction (word choice), syntax (the order in which words are placed),

and rhetoric (language choices and techniques used to communicate perspective and to

modify the perspectives of others)

Tone can apply to a text as a whole, or to a portion of the text For example, the overall

tone of a politician’s speech might be formal, but a section that relates to a personal

experience might be warm and casual

Mood.Sometimes called “atmosphere,” mood is the overall feeling or emotion the author

establishes by the choice of words and language, the actions of the characters, and the

setting Mood is sometimes confused with tone But whereas tone is the attitude a writer

puts into a subject, mood is the feeling the reader experiences from it

A question about the literary characteristics of fiction that are included in this standard

may look like this:

Read the following passage

Which line best illustrates the passage’s anxious mood?

A “he had shirked his studies”

B “he had tried Mr Brooke's patience to the utmost"

C “he had … frightened the maid-servants half out of their wits by mischievously

hinting that one of his dogs was going mad”

D “he had flung himself into his hammock, to fume over the stupidity of the world in

general”

The mood of the passage is anxious, but the line that BEST illustrates this is choice D

Laurie’s action (“flung himself”) and thoughts (“fume over the stupidity”) best illustrate

the distress and apprehensiveness that run throughout the passage and contribute to its

anxious atmosphere Choices A, B, and C all suggest a feeling of discontent, but choice D

is the best answer because it most thoroughly and vividly reflects the overall anxious

mood

Tone and mood are often confused with each other One way to remember the difference

is to imagine a passage being read out loud; think of tone as the way the author’s voice

sounds and mood as how the atmosphere in the passage feels The following lists show

examples of words that can describe tone and mood:

from Little Women

by Louisa May Alcott Laurie lay luxuriously swinging to and fro in his hammock one warm September

afternoon, wondering what his neighbours were about, but too lazy to go and find out

He was in one of his moods; for the day had been both unprofitable and

unsatisfactory, and he was wishing he could live it over again The hot weather made

him indolent, and he had shirked his studies, tried Mr Brooke’s patience to the

utmost, displeased his grandfather by practising half the afternoon, frightened the

maid-servants half out of their wits by mischievously hinting that one of his dogs was

going mad, and, after high words with the stableman about some fancied neglect of his

horse, he had flung himself into his hammock, to fume over the stupidity of the world

in general

[Public Domain]

Theme The theme is the deeper message of a text It refers to a universal statement about

life and/or society that can be discerned from the reading of a text The theme of a work

is not the same as its main topic, which focuses strictly on the content The theme of a

literary work is often the meaning you take away from it Theme is covered in more

futile empty

What’s with All the Drama?

Tragedies and comedies are not the only forms

of drama Here’s a short list of the other kinds

of drama you’ll be expected to recognize

A political drama is a drama or play with a

political component, advocating a certain point

of view or describing a political event

Modern drama, like all modern literature,

explores themes of alienation and disconnectedness Modern drama, which became popular in the early 1900s, strives to let the audience feel as if it is peering in on real-life situations and experiencing real-life emotions

The theatre of the absurd refers to plays

written in the 1950s and 1960s with the basic belief that human existence is absurd, or without meaning The play itself often lacks the usual conventions of plot, character, or

setting Edward Albee’s The American Dream

(1960) is considered the first American absurdist drama

DRAMA

Questions about literary

characteristics might focus on

dramatic literature To answer those

questions you will need to

understand and analyze various

forms of dramatic literature The two

most common types are tragedies

and comedies A tragedy is a

serious play that ends in disaster and

sorrow A comedy is a lighthearted

play intended to amuse the audience

Comedies usually end happily

As with other literary genres in this

standard, you will need to analyze

the characters, structures, and

themes of dramatic literature In

order to answer these questions, use

what you know about these elements

in other genres to answer the

questions related to dramatic

literature

You also need to review terms that

are more specific to drama

Dramatic conventions are rules in

which the actors and audience

engage during a play Some

conventions relate to how the audience and the actors interact For example, the audience

knows to become quiet when the lights dim Dramatic irony refers to situations in which

the audience knows more than the character onstage A character does or says something

of greater importance than he or she knows The audience, however, is aware of the

meaning and importance of the act or speech

You may also be asked to analyze how dramatic conventions support and enhance

interpretation of dramatic literature To answer these questions, you will need to apply

what you have learned about dramatic conventions, including plot, setting, dialogue, and

monologue Dialogue is the conversation between characters Dialogue reveals the

personalities of the characters by divulging what they are thinking and feeling as they talk

to others Monologue is a long speech by one character in which the character speaks

about his or her thoughts and feelings

POETRY

Test questions about poetry will have you identify and demonstrate an understanding of

literary elements, devices, and structures that are particular to poetry For example, you

will need to know about sound devices that make poetry sound the way it does You will

also need to identify the topic of the poem (what it’s about) and its theme (what statement

it makes about life or society) Then you’ll need to identify how the poet creates the topic

and the theme, and to locate examples and evidence to support your understanding

As poetry is read aloud or silently, you “hear” the writing Sound devices such as rhyme,

consonance, assonance, and alliteration make poetry appeal to your ear

Rhyme Rhyme is the repetition of terminal sounds in two or more words Rhyming is

most commonly heard at the ends of lines in poetry, as in “Twinkle, twinkle, little star /

how I wonder what you are.” Rhyme can occur at every line, every other line, or

wherever the poet decides Not all poems rhyme, nor do they have to, but rhyme can

emphasize ideas or images and unify thought, as well as add a musical quality to a poem

When you read a poem that has rhyme, look at the rhyming words and see how they

contribute to the overall meaning of the poem The following chart lists some different

types of rhyme and other sound devices:

ends of lines of poetry It is the most common type of rhyme

The first two lines from Robert Frost's poem, "The Oven Bird":

"There is a singer everyone has heard, Loud, a mid-summer and a mid-wood bird,"

words include similar but not identical sounds They are also called a near rhyme, half rhyme, or off rhyme

bone and moon ill and shell soul and all

consonant sounds, but different vowel sounds

chitter and chatter pick and sack spoiled and spilled

similar vowel sounds, but are not rhyming words May occur in the initial vowel as

in alliteration

all and awful feed and meal lake and plain

Alliteration The repetition of one initial

sound, usually a consonant,

in more than one word

gray, geese, and grazing weak and weary

Rhyme scheme The rhyme scheme is the pattern of end rhymes in a poem Each new

rhyme in a stanza is represented by a different letter of the alphabet For example, in a

four-line poem in which every other line rhymes, the rhyme scheme is abab In a six-line

poem with every two lines rhyming, the rhyme scheme is aabbcc

Form While sound devices are important in poetry, the structure of a poem is often its

most distinctive characteristic Poems are written in stanzas, or groups of lines These

stanzas are arranged in fixed form or free form Fixed form is what most people consider

typical poetry: it’s written in traditional verse and generally rhymes Some fixed form

poems have specific requirements on length, rhyme scheme, and number of syllables A

sonnet, for example, is a 14-line rhymed poem Free form, or free verse poetry, follows

no specific guidelines about rhyme, meter, or length Free verse tries to capture the

cadence of regular speech Some stanzas may rhyme but not in a regular scheme Blank

verse is a poem written in unrhymed iambic pentameter, a pattern of five iambic feet per

line An iambic foot is one unstressed syllable followed by a stressed syllable

The subject matter of poems is also important Some poems are narrative poems The

main purpose of a narrative poem is to tell a story A ballad is a narrative poem, often of

folk origin, intended to be sung It consists of simple stanzas and usually has a refrain

Lyric poetry expresses a person’s thoughts or feelings Elegies, odes, and sonnets are

types of lyric poems

Something about Sonnets

A sonnet is a 14-line poem with a fixed rhyme scheme There are two main types of

sonnets, each with its own distinctive rhyme scheme A Petrarchan sonnet is divided

into an octave (the first eight lines) and a sestet (the next six lines) The rhyme scheme

is abbaabba cdecde The rhyme scheme of an English, or Shakespearean sonnet, is

abab cdcd efef gg A Shakespearean sonnet is written in iambic pentameter

Test questions about poetry may also include determining the meaning of words as they

are used in a poem, including figurative and connotative meanings Figurative and

connotative meanings are covered in detail on pages 44–45

NONFICTION

The questions about literary elements may be based on any type of nonfiction material

You will be asked to understand and analyze the elements of nonfiction works that

explain, persuade, describe, or relate true events

The types of nonfiction texts you will encounter on the EOCT come from four common

kinds of writing, each with its own purpose and conventions:

 Informational Text, or expository nonfiction, is writing that explains or informs

Informational texts include business letters and memos; how-to passages that

explain a process or project; news stories; and historical, scientific, and technical

accounts (including digital sources) written for a broad audience Expository

writing may include vivid descriptions or include the narration of personal stories

and events that actually happened

 Argumentation, or argumentative or persuasive writing, uses reasoning to

influence people's ideas or actions This kind of writing includes editorials and

opinion pieces, speeches, letters to the editor, job application letters, critical

reviews such as movie and book reviews, and advertisements (advertising will be

covered separately in Domain II)

 Literary Nonfiction is narrative writing, is writing that tells a story and often

employs the literary devices found in stories and novels Literary nonfiction could

be an anecdote, a diary (personal record of the writer’s thoughts and feelings), a

journal (record of events and ideas, less private than a diary), a memoir, a

biography, an autobiography, or another retelling of true events

NOTE: Most passages contain some combination of the common kinds of writing, but

will generally fit best in one category or another

Questions related to nonfiction texts may look like these:

 What effect does the author achieve by organizing the essay from present

to past?

 How does the description of the revolt support the argument for giving U.S

states certain rights?

 How will the editor’s tone in the lead sentence MOST likely affect readers?

Because nonfiction writers use some of the same literary devices that fiction writers

employ, questions related to nonfiction texts will address elements of structure,

organization, language, point of view, and conflict As with literary texts, questions about

nonfiction will require close reading of specific portions of a text You will need to not

only understand key ideas and details, but also locate evidence to support your

understanding

STRATEGY BOX––Take Notes While You Read

Whenever you read an informational passage on the EOCT, stop after each

paragraph and ask yourself, “What is the main idea of this paragraph?” After

each paragraph, take a moment to jot some notes that summarize what that

paragraph was about Sample notes about an essay titled “Why Homework Is a

Good Idea” might look something like this:

1 First Paragraph: importance of education

2 Second Paragraph: advantages of giving homework

3 Third Paragraph: talks about how busy students feel they don’t have time

for homework

4 Fourth Paragraph: ways students who have very little time can still get

their homework done

5 Fifth Paragraph: stresses how homework is an important part of education

Don’t spend too much time trying to come up with the perfect summary of each

paragraph Just use about three to ten words to quickly summarize what each

paragraph covers

Spotlight on the Standards

 Cite strong evidence from a text to support analysis of what

the text says explicitly and what can be inferred Determine

where the text leaves matters uncertain 

This standard asks you to read like a detective Not only is it important to understand the

key ideas and details in a passage, but also to point to the evidence that supports your

understanding Questions in this standard will ask you to locate support for important

ideas and concepts within the text; they will ask not just what you know, but how you

know it

In order to demonstrate your understanding of ideas and concepts in a given text, you will

need to support them with accurate and detailed references to the text Questions for this

standard will ask you to identify sentences that support or explain an idea Taking notes

while you read will help you prepare for these questions

Good writers often do not tell the reader everything directly They let the reader come to

his or her own conclusions by making connections or filling in the gaps An idea that is

not stated outright is implicit, meaning it is implied or hinted at indirectly, rather than

explained or stated directly To understand and interpret implicit ideas, the reader must

infer what the text is saying To infer means to come to a reasonable conclusion based on

evidence

By contrast, an explicit idea or message is fully expressed or revealed by the writer

Rather than being “between” the lines, an explicit point is made right in the printed

words

Read between the Lines

“Read between the lines” is a common saying whose meaning does not correspond

with the literal meaning of its words A person cannot actually read between the lines

of a text; there are no words there The saying means to think about how the words

that are in a text suggest ideas or messages that are not written in black and white

Consider this example from a memoir:

Of course it rained on the day I left The slate grey sky hung low and

seemed to push down on me as I walked away My heart was as low and

grey as that sulking sky

What message can you infer from the example? The text does not come right out and

say that the speaker feels sad or melancholy, but there are plenty of details that support

this idea The rainy day, the fact that the speaker is leaving somewhere or someone,

the imagery of the heavy grey sky and its comparison with the speaker’s heart all

support a description of the speaker as someone burdened by sadness or regret

An example of the same idea made explicitly might read like this:

I was not surprised that it rained on the day I left The weather made a

sad day even worse; it was as miserable and gloomy outside as I was

inside

In this example, the message is explicit The reader can point right to the text on the

page to show that the speaker is downhearted The reference to the “sad day” and the

description of “miserable and gloomy” feelings explain the speaker’s state of mind

without any question

STRATEGY BOX—Answer the Question First

As you are answering questions on the EOCT, you should always try to

answer the question BEFORE you read the answer choices Once you have

decided what the answer is, you should look at the choices Are there any

choices close to your answer? That is probably the correct answer Looking at

the answer choices first, before you have a clear idea of the correct answer,

may confuse you Some of the answer choices will be close to the correct

answer, and if you are unsure of the correct answer, you may choose the

close, but wrong, answer

To see how this strategy works, read the following question:

Read this excerpt from a passage

What does this excerpt suggest?

(Based on the passage, you might answer “outdoor contentment and relaxation.” Turning

to the answer choices, you’ll find):

A The narrator enjoys fall weather

B The narrator is at peace with nature

C The narrator loves gardens

D The narrator is tired from traveling

Because you have already answered the question with “outdoor contentment and

relaxation,” you can quickly identify choice B as the correct answer

I kept as still as I could Nothing happened I did not expect anything to happen I was

something that lay under the sun and felt it, like the pumpkins, and I did not want to

be anything more I was entirely happy

from My Antonia by Willa Cather

Topic: Charles tells a lie to avoid trouble with his father, but his lie creates unexpected

trouble with his brother

Theme: The lies we tell to cover up an action or situation can often be more damaging

than the action or situation itself

Spotlight on the Standards

 Determine the theme(s) or central idea(s) of a single text or

multiple texts; analyze the development of themes or ideas over the

course of the text Analyze how two or more themes or central ideas

interact to make the text more complex.

The questions for this standard focus on the themes of literary texts and the central ideas

of informational texts You will be asked to identify and analyze the broad meaning or

message of a text and to evaluate how an author’s style or word choice conveys a theme

This standard will test your ability to identify multiple themes in one passage and to

compare and contrast the presentation of a theme between passages from different genres

and time periods In order to answer these questions, you should review what you know

about themes

The theme is the central idea or message of a text It refers to universal views on life and

society that can be discerned from reading a text The theme is not the same as the topic,

which focuses strictly on the content The theme is also not the same as the plot Most

literary works have one or more themes that are expressed through the plot To help you

identify a work’s theme or themes, you might ask yourself: Why did the author have this

happen? What point do you think the author was trying to make? What greater

significance might this event have?

The following example may help you understand:

The topic in this example tells you what happens in a particular novel It is a brief

summary of the plot The theme, on the other hand, is a more general explanation of what

the plot reveals about life

Because themes offer universal truths about life, you may more easily notice themes that

are closely related to events in your life In the example of Charles telling a lie, you might

The following example demonstrates the difference between a topic and a broad message

in a nonfictional passage:

For both literary and informational passages, you will be asked to identify how themes

and messages develop over the course of the text You will need to study specific parts of

the text, such as phrases, sentences, and paragraphs, and choose examples that connect to

bigger ideas

Questions about theme may look like these:

 What statement about human nature does the story suggest?

 How would the writer of this letter MOST likely explain the concept of

Message: This article reveals the author’s nạveté in assuming that good intentions are

all that is needed to change deeply held cultural beliefs

Still Confused About Themes?

Here are some points to consider:

 Does the title suggest the theme?

 Does the character undergo a transformation over the course of the passage?

 Does the transformation reflect the theme?

 Are there repeated images or strong symbols in the work? (Symbols are often

clues to the theme.)

Spotlight on the Standards

 Demonstrate knowledge of important works of American literature

and analyze foundational U.S documents of historical and literary

significance 

This standard tests your knowledge of important American literary and historical texts

from the eighteenth century through the beginning of the twentieth century

(approximately 1700 through 1945) Questions may ask you to recognize and analyze the

themes that are common to specific literary and historical periods You may be asked to

analyze and evaluate the impact of time and place on literary themes or topics Some

questions may ask you to compare and contrast the treatment of similar themes and topics

in two or more texts from the same period

A literary period is an artistic attitude of shared characteristics during an era These

characteristics may include the style of writing, genre, subject matter, or theme The work

of a certain literary period may be a response to historical events, but it is not the same as

the historical period

A review of major American authors and foundational works will help you answer

questions in this standard

The information that follows provides a brief summary of the major movements and

periods in American Literature:

Native American Period, pre-1620–1840 Native American literature is an oral tradition

Colonial Period, 1620–1750 During this period, the newly arrived colonists were

creating villages and towns and establishing new governments, while protesting the old

regime of the British Literature of this period reflects the religious influence of the

Puritans Famous writers include William Bradford, who wrote about the establishment

of the new colony; Anne Bradstreet, whose poetry focuses on daily life and family

relationships; and Jonathan Edwards, a Puritan minister whose writing reflects the moral

attitudes of the time

Revolutionary Period and Nationalism, 1750–1815 During this period, American

writers focused on explaining and justifying the Revolution Political writings by Thomas

Paine, Benjamin Franklin, and Thomas Jefferson belong to this time period With the

Revolution behind them, Americans found time to ponder what it really meant to be

American An even greater focus on nationalism, patriotism, and American identity arose

following the War of 1812, which removed the last British troops from North America

Romanticism and Transcendentalism, 1800–1855 Romanticism was a philosophical

attitude that developed in reaction to previous decades in which reason and rational

thought dominated Writers celebrated individualism, nature, imagination, creativity, and

emotions As Americans expanded westward, the rebellious spirit of Romanticism guided

them, and as Eastern cities such as Boston and New York became centers of intellectual

thought and culture, the romantic ideal inspired them to ask questions and pursue lively

philosophical debates The philosophy of Transcendentalism, exemplified by Ralph

Waldo Emerson, eventually evolved; it stressed respect for the individual and the

intuitive pursuit of a greater truth Writers from this period include Washington Irving,

Nathaniel Hawthorne, Herman Melville, Walt Whitman, Ralph Waldo Emerson, and

Henry David Thoreau

Realism, 1850–1900 This period, which includes the Civil War, significant industrial

invention, and extensive westward expansion, is one of the most turbulent and creative in

American history Hinting at the modern movement yet to come, writers turned to realism

in an effort to articulate the tensions and complex events of the time Authors made it

their mission to convey the reality of life, harsh as it might seem Characters reflected

real people, determined yet flawed, struggling to overcome the difficulties of war, family,

natural disasters, and human weaknesses Some authors, such as Mark Twain, focused on

a particular region of the country, seeking to represent accurately the culture and beliefs

by presenting its local color This literature emphasized accurate portrayals of the

physical landscape as well as the habits and the speech of the area’s people Other writers

of this period include Ambrose Bierce, Stephen Crane, Willa Cather, and Emily

Dickinson

Naturalism, 1880–1940 This period, which overlaps with Realism, was an extension of

realism Writers during this period focused on grim reality, observing characters much as

scientists might observe animals They sought to discover the natural laws that govern

human lives Unlike the Transcendentalists, Naturalists viewed nature as indifferent, not

noble The characters in these works were often helpless victims of nature, the

environment, and their own heritage Writers of this period include Frank Norris,

Theodore Dreiser, Jack London, and James T Farrell

Modern Period, 1900–1950 Wars, economic prosperity, along with the Depression,

commercialism, and increased population, marked the first half of the twentieth century

in the United States The independent, individualistic spirit that was distinctively

American seemed threatened Writers such as Ernest Hemingway, F Scott Fitzgerald,

and T S Eliot explored themes of alienation and change and confronted people’s fears

and disillusionments During this time, African American literature flourished, inspired

by writers such as Langston Hughes and Zora Neale Hurston of the Harlem

Renaissance Characteristics of modern literature include extensive use of symbolism,

irony, and understatement Writers experimented with new techniques, such as stream of

consciousness, in which the random, seemingly unconnected thoughts of a character are

revealed Readers must often use a good deal of inference to understand character and

theme, as meaning is suggested more than directly stated

The chart on the following pages gives an overview of the important movements and

periods in American literature Study the approximate dates and characteristics of each

so that you are able to classify a work of literature based on its style and content

Oral tradition; original authors and works largely unknown

historical events, daily life, moral attitudes

(Puritanism), political unrest

Jonathan Edwards (Sinners

in the Hands of an Angry God), Benjamin Franklin

(Poor Richard’s Almanack), Phillis Wheatley (Poems on

Various Subjects, Religious and Moral)

“American”

Political writings by Thomas Paine, Benjamin Franklin, and Thomas Jefferson

Romanticism and

Transcendentalism 1800–1855 Celebrates individualism,

nature, imagination, emotions

Washington Irving (“Legend of Sleepy Hollow”), Nathaniel

Hawthorne (The Scarlet

Letter), Herman Melville

(Moby Dick), Walt Whitman (Leaves of Grass), Ralph

Waldo Emerson

of life, human frailty; regional culture (local color)

Stephen Crane (The Red

Badge of Courage), Willa

Cather (O Pioneers), Emily

Dickinson (“Because I Could Not Stop for Death”),

Mark Twain (Huckleberry

Finn)

of natural laws to

be discovered

Theodore Dreiser (Sister

Carrie), James T Farrell

(Studs Lonigan: A Trilogy), Jack London (The Sea-

Wolf), Frank Norris (The Octopus)

alienation, disconnectedness;

experiments with new techniques; use

of irony and understatement

T S Eliot (The Waste

Land), F Scott Fitzgerald

(The Great Gatsby), Ernest Hemingway (For Whom the

Bell Tolls), Langston

Hughes (“Theme for English B”), Zora Neale

Hurston (Their Eyes Were

Watching God)

Questions in this standard will also ask you to analyze, compare, and apply knowledge of

universal themes characteristic of American literature These include American

individualism, the American dream, cultural diversity, and tolerance, as well as other

themes covered in your class

American individualism is one of the most pervasive themes in American literature The

colonists who first arrived in North America came seeking freedom to practice their

individual religion Others came looking for opportunities that they could not get in

closed, class-based societies Since those early days, Americans have celebrated

individual ambition and achievement The “self-made man” is a common theme in

American literature

American individualism is closely linked to the American dream, the idea that anyone in

the United States can become whatever he or she wants to become Generally, the

American dream includes achieving a certain level of prosperity through hard work,

determination, and perseverance

Cultural diversity is also a universal theme in American literature Although there are

examples to the contrary, America has always welcomed individuals of diverse

backgrounds to the United States A central metaphor for the United States is that of the

melting pot, where different groups of people come together to become Americans Some

people argue that the United States is more like a salad bowl, where each element retains

its separate identity while making up part of the whole Whether you are a melting pot or

a salad bowl believer, you cannot deny that American literature reflects this cultural

diversity

Tolerance is another theme found in American literature Religious tolerance was one of

the earliest principles in American life Much of American literature discusses how well

America and its citizens have done in their quest for tolerance

Questions for this standard might look like the following:

Which quote by Henry David Thoreau BEST reflects transcendentalist ideals?

A It is never too late to give up your prejudices

B Beware of all enterprises that require new clothes

C On tops of mountains, as everywhere to hopeful souls, it is always morning

D Read the best books first, or you may not have a chance to read them at all

To answer this question, you need to remember that transcendentalists believed in the

unity of all beings, the innate goodness of humans, and the divinity found in nature

Choice C, which mentions all three of these aspects, is the BEST answer The other three

quotes make strong statements, but none discuss the ideas of nature and connectedness as

well as choice C

Other questions may ask:

 Which details in the poem inform the reader of the period in which it is set?

 Which fictional character from American Romanticism BEST symbolizes

man’s failure to see his own faults?

Questions for this standard might include paired passages You may be asked to compare

and contrast the presentation of universal themes in the paired passages For example,

one passage might be from Ralph Ellison’s novel Invisible Man, about an African

American’s struggle to regain his identity A paired passage might be an excerpt from

Kate Chopin’s The Awakening, a novel about a woman’s awakening to her identity

Read the following passages

Which theme of American literature is MOST apparent in both excerpts?

A individualism

B American dream

C cultural diversity

D equality

A question related to both passages might look like this:

Both passages discuss the main characters’ search for meaning and identity in their lives

They want to create their own lives outside of society’s norms Choice A is correct

because both passages focus on the character’s quest for individualism Choice B is

incorrect because neither character is particularly focused on the economic prosperity

often associated with the American dream Both works certainly reflect the cultural

diversity of America, but that diversity is not what motivates the characters Therefore,

choice C is incorrect Choice D is incorrect for similar reasons Remember that you must

always choose the BEST answer, not just a good one

Other questions about paired passages might look like these:

 Which characteristics of the Modern Period are found in both the story and

the poem?

 Which statement reveals the strongest contrast in how the main characters

come to terms with their defeat?

 How do the settings of the essay and the story reflect the Colonies’ emerging

sense of unity?

 Which sentence from the Thirteenth Amendment BEST reflects how its tone

differs from that of the Emancipation Proclamation?

from Invisible Man

by Ralph Ellison

I was looking for myself and asking everyone except myself questions which I,

and only I, could answer It took me a long time and much painful boomeranging

of my expectations to achieve a realization that everyone else seems to have been

born with: That I am nobody but myself

from The Awakening

by Kate Chopin

[Mr Pontellier] could see plainly that [his wife] was not herself That is, he could

see that she was becoming herself and daily casting aside that fictitious self which

we assume like a garment with which to appear before the world

Spotlight on the Standards

Determine the author’s point of view or purpose in a text in which the

rhetoric is particularly powerful or persuasive 

Questions for this standard will ask you to determine an author’s purpose or point of view

in texts that are especially well-crafted or well-argued

When text or speech is notable, powerful, beautiful, or persuasive, we can say that its

rhetoric is effective Rhetoric consists of language choices and techniques that writers

use to communicate perspective and to modify the perspectives of others You might

have heard the expression “it’s not what you say, it’s how you say it.” Rhetoric is about

how ideas are presented and how messages are delivered

Rhetoric is developed through many of the elements of literature and language already

mentioned in this study guide, such as sound devices (e.g., alliteration, repetition, rhyme),

structure (e.g., foreshadowing, climax, resolution), figurative language (e.g., hyperbole,

idioms, metaphor), and tone (e.g., humble, arrogant, hesitant, demanding) among others

As you locate and analyze evidence of effective rhetoric, you need to remember the

difference between fact and opinion Nonfiction works such as speeches and essays often

combine fact and opinion, particularly if they are meant to be persuasive